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Current research is foregrounded on Historical Education and on the works by Rüsen (1989, 2001, 2010), Barca (2000, 2008) and Schmidt (2008). The manner young students identify historical evidence and the concept of source for the production of historical knowledge is investigated. Further, the concept of temporality in History and in life is also discussed. A field research was conducted in two schools in Londrina PR Brazil, featuring observations in the History class and the analysis of a questionnaire on how students work the historical concepts, such as temporality and historical source. Historical evidence and the relationships they establish between taught History and life were also analyzed. Data analysis took into consideration the two categories, young people and students. [ABSTRACT FROM AUTHOR]

Current principles are based on studies on the formation of historical consciousness by Rüsen (1997; 2001; 2007); Barca (2005; 2011); Schmidt (2002; 2006); Schmidt and Garcia (2006) and others. The qualitative research was developed in a government-run school in Curitiba with 11 - 13-year-old children of the 7th year of Basic Education. As a general rule, students are prone to incorporate significantly into their narratives the themes of their textbook and somewhat less significantly the teachers' explanations. Most students maintain a traditional historical awareness. [ABSTRACT FROM AUTHOR]